--- ## author: Jesse Sierks date: D:20171017085700-05'00' --- ## Work Session Meeting Tuesday, April 21, 2026 6:00 PM ## Board Assembly Room, 1250 West Broadway Avenue, Minneapolis, Minnesota 55411 ## 1) Call to Order and Roll Call 2) Topics and Discussions ## 2)a. School Transformation: The Middle Years 3) Adjournment ## School ## Transformation 1 ## The Middle ## Years ## Transformation Resolutions Timeline ## EngagementEnrollmentPhysical SpaceProgramming ## December 2023 Board resolution Initiating school transformation process Data compiled 2024-2025 ●Caregiver Priorities ## Survey ●Community ## Engagement ## Summary Report (review of feedback over the past 10 years) ## ●MPS Data Dashboard ●Supt. 100 Day Plan ## Listening Tour ●June 2025 Enrollment ## Projections ## Presentation ## ●Physical Space Study●Priority-based budgeting ●Spanish Dual ## Language Task Force ## Recommendation ## October 2025 Board resolution Defining next steps & Direction Data compiled Dec. 2025-May 2026 ●Area Budget & ## Transformation Mtgs., 1:1 phone calls & interviews with MPS caregivers ●CityWide student engagement sessions ●Enrollment strategy - lower class sizes ## (2025-27 MFE/MPS ## Collective Bargaining ## Agreement) ●Updated demography report ●Nov. 2025 ## Defining ## Transformation ●Jan. 2026 Transformation & the ## MPS Student Experience “Impacts on Class Sizes & ## Programming” ## Presentation ## Supporting ## Inputs ●Anishinabe ## Academy Facility ## Advisory ## Committee ## Recommendation ●Program Updates: Career and ## Technical ## Education, ## Community Education, and ## Special Education ●Resolution Modifying the ## Grade Level of ## Seward Montessori ## Elementary School 2 ## Transformation Resolutions Timeline ## EngagementEnrollmentPhysical SpaceProgramming April 2026 - Planning and analysis ## October 2025 cont’d Board resolution Defining next steps & Direction Data compiled Dec. 2025-May 2026 ## ●Continue Area Budget & Transformation Mtgs., 1:1 phone calls & interviews with MPS caregivers, and Citywide student engagement sessions ●Enrollment & ## Retention opportunities ●Strategies to increase enrollment and attract new families (music, arts, dual language, IB, etc.) ●Cost/ benefit analysis for physical changes ●Repurposing existing buildings ●Feasibility for inclusive special education spaces ●K-8 advantages & challenges 3 3 ## Stabilize ## Grade‑to‑Grade ## Improve Year‑to‑Year Retention Reduce losses between grade levels 4 ## Enroll ## Residents ## Enroll More Minneapolis Residents Students new to MPS & those returning from charter schools, non-public schools, or other districts 2 ## Areas to Increase Enrollment 4 ## Prioritize ## Early Entry ## Increase Kindergarten Enrollment Enroll more Minneapolis families at entry point 1 ## Bridge ## Transitions ## Strengthen Elem. → Middle Transition Address the largest loss point in the system ## The MPS Student Experience ## THE CORE ## Math ## Science ## English Language Arts ## Social Studies ## The Arts ## Personal Finance ## Physical Education & Health ## Ethnic Studies and Social Emotional Learning The guaranteed MPS student experience ensuring each student has it all: the opportunities, experiences and skills to choose their individualized path to graduation. ## BEYOND THE CORE Career connected learning K-12 Early college credit ## Advanced Academics ## International Baccalaureate ## Dual Language ## Athletics ## Clubs 5 ## Alex’s Developmental Needs in the MPS Experience 6 The bridge to high school: ●Identity & belonging ●Increasing academic demands ●Increasing autonomy ●Exploratory learning ## Middle School ## Elementary Foundational skill-building: ●Academics ●Social ●Emotional ## High School The capstone experience: ●Strong need for autonomy ●Advanced academic demands ●Post-secondary pathway preparation ## The Middle Grades: 6-8 7 ## Middle School Age 11 MPS is committed to ensuring that students thrive academically, socially, and emotionally in grades 6–8, a period of rapid developmental change. ## Context Behind ## Middle Year Schools 8 ## Minneapolis Schools Evolved with a Changing City 9 ## Proximity 1850-1930 ## Transportation 1930-1970 ## Desegregation 1970-1990 ## Choice 1990-Present The locations, sizes, attendance areas, and enrollments of Minneapolis schools are a product of urban development and legislation. ## School Configurations for the Middle Years 1010 School configurations for the middle grades have shifted over time to better align with the needs of early adolescent learners. ## Elementary 1-8 ## Junior High 7-9 ## Middle School ## 6-8 & K-8 ## Early School Structure: Grades 1–8 and 9–12 11 ## Elementary 1-8 ## Junior High 7-9 ## Middle School ## 6-8 & K-8 ## Elementary: Grades 1–8 ●“Grade school” model, middle grades included in elementary school ●Focus on basic skills ## Secondary: Grades 9–12 ●Subject- or career-driven learning ●High school attendance not universal ## The Junior High Era: Grades 7–9 1212 ## Elementary 1-8 ## Junior High 7-9 ## Middle School ## 6-8 & K-8 ## Junior High: Grades 7–9 ●Acknowledgement that early adolescence is a distinct stage of human development ●Junior highs were content driven and departmentalized; “mini high schools” ## Middle Schools: Designed for Adolescents 1313 ## Elementary 1-8 ## Junior High 7-9 ## Middle School ## 6-8 & K-8 ## Middle School: ●Grades 6–8 ## -OR- ## K–8 School ●Grades 7 and 8 join K-6 elementary schools Families have choice in the school configuration their students attend ## School Configurations for the Middle Years 1414 MPS school configurations for the middle grades continue to evolve to meet the unique needs of the early adolescent learner and ensure that students thrive academically, socially, and emotionally . ## Elementary 1-8 ## Junior High 7-9 ## Middle School ## 6-8 & K-8 ## The Middle Years ## Experience: Grades 6-8 15 ## The Early Adolescent Learner: a Time of Rapid Change ## Physical 16 ## Cognitive ## Emotional ## Social ## The Unique Needs of the Early Adolescent Learner 17 ## Physical & CognitiveSocial & Emotional ●Rapid physical growth ●Puberty ●Sleep and nutrition challenges ●Executive function development (planning, organization, impulse control) ●Increasing capacity for abstract thinking ●Need relevance and active learning ●Need for belonging ●Peer influence ●Developing social identity & self-concept ●Heightened emotions ●Need supportive adult relationships ●Test boundaries ●Developing moral reasoning ●Developing decision-making skills ## Alex’s Middle Years Experience 18 A guaranteed MPS middle years experience that is grounded in research to support the unique developmental needs of the early adolescent learner is: ●Responsive: grounded in an understanding of adolescent development ●Challenging: high expectations and rigorous learning ●Empowering: students take ownership of learning ●Equitable: each unique learner has access to the supports they need ●Engaging: relevant, exploratory learning experiences A guaranteed MPS student experience looks like: ## RelevanceRelationshipsRoutines learning connects to student identity, cultures, communities and future self focus on connections and an advisory model support organization and self-management ## Responsive & Empowering 19 Responsive: grounded in an understanding of early adolescent development Empowering: students to take ownership of learning ## Challenging 20 Challenging: high expectations and rigorous learning A guaranteed MPS student experience looks like: rigorous core instruction aligned to the intended level of rigor of Minnesota State Standards ensuring high school academic readiness enrichment to go beyond the standards A guaranteed MPS student experience looks like: school schedules intentionally designed to meet the needs of each unique learner inclusive of students with IEPs, English ## Learners, Intervention, Advanced Learner exploratory learning opportunities to support development of individual identity ## Equitable & Engaging 21 Equitable: each unique learner has access to the supports they need Engaging: relevant, exploratory learning experiences ## Intervention ●In middle grades this is currently variable depending on school schedule, school size, and Title eligibility. ## Advanced Academics ●In middle grades this is currently math acceleration, exploratory courses Diverse elective choices, including language offerings ●In middle grades this is currently exploratory courses and magnet theme ## What Our Families Want Caregiver feedback is aligned to the needs of the early adolescent learner 22 ## The Middle Years Experience 23 The bridge between the foundational academic, social, and emotional skill‑building in elementary school and the credit‑bearing, discipline‑specific coursework of high school. A guaranteed middle grades MPS experience that bridges from elementary to high school and ensures the early adolescent learner thrives looks like: ## Bridging for the Early Adolescent Learner 24 ## Social & Emotional developmental needs are met Necessary school size to support the unique developmental needs of the early adolescent learner as they transition from elementary to high school ## ●Social worker, Counselor, Students Support Staff ●Consistent implementation of SEL curriculum Academic needs are met Teacher specialization by license School size to support: ●Implementation of MDE middle grades requirements to ensure high school readiness ●academic differentiation and intervention ## Academic Requirements of the Middle Years ## Content AreaMDE Academic Requirements Math & English Language ArtsMeet all MDE Academic Standards and grade level benchmarks each yea ## Science Meet all 2019 Academic Standards and benchmarks in Science each year ## ●6th grade: Earth and Space Science Benchmarks ## ●7th grade: Life Science Benchmarks ## ●8th grade: Physical Science Benchmarks ## Social Studies Meet all 2021 Academic Standards and Benchmarks in Social Studies each year ●The Social Studies standards contain grade-specific standards for each of the four main disciplines. (Citizenship & Government, Economics, Geography, ## History, Ethnic studies) ## The Arts: Media Arts, Visual Arts, ## Music, Dance, Theater Students must be offered at least three and are required to meet the state standards and benchmarks in two arts areas each year. ## Physical Education & Health Yearly instruction in Physical Education to meet MDE benchmarks Health standards currently locally determined ## K-8 Background ## and MPS Reality 26 ## K-8 School Research & the MPS Experience ## ResearchK-8s in MPS K-8’s can lead to more favorable academic and disciplinary outcomes for middle schoolers in K-8 schools compared to 6-8 schools; however, these gains do not persist after students’ 9th grade year. ●Academics: Literacy results (MCA and FastBridge) indicate consistent achievement across 6-8 and K-8 middle schoolers for the last two years. ●Disciplinary outcomes: No overall difference in suspension rates. ●Retention: K-8 middle year students have similar retention rates over the past three years than 6-8 schools. ●Additional Considerations: Limitations in staffing and licensure lead to constrained schedules and a smaller course catalog in K-8 schools compared to 6-8 schools. ## MPS K-8 & 6-8 MPS Academic Experience ## MPS Academic Experience ## K-8 (548 students) ## Comprehensive MS (750 students) Math: meet all MDE grade level benchmarks each year Grade-level progression grades 6-8 Grade-level progression grades 6-8 ELA: meet all MDE grade level benchmarks each year Grade 7 and 8 are combined Grade-level progression 6-8 Social Studies: meet all MDE grade level benchmarks each year Social Studies grade 7 and 8 rotate yearly Grade-level progression grades 6-8 Science: meet all MDE grade level benchmarks each year Science grade 7 and 8 rotate yearly Grade-level progression grades 6-8 ## The Arts: Offer 3 Arts areas, students achieve MDE benchmarks in 2 arts areas each year 2 arts areas, missing one art area Meets MDE guidance of 3 arts areas ## Physical Education & Health: Yearly instruction in Physical Education to meet MDE benchmarks ## Meets MDE guidanceMeets MDE guidance Exploratory offeringsNone Additional arts, world languages, engineering classes, & MYP Design ## K-8 School ## School Size Required to Ensure MPS Student Experience ## Grades K-5 Grades 6-8 6 period day ## >=70% FRL 424 to 544 students Minimum of 594 students ## <=70%FRL 485 to 795 students Minimum of 648 students ## Total Enrollment Note: Additional students would need to be introduced at 6th grade or overall enrollment in the grades leading up to 6th would need to be increased in order to offer holistic middle school experience. If not, program would not be independently financially stable. Min of 1,018 students Min of 1,133 students 29 Currently fewer than 5% of buildings in MPS meet all criteria K–8 programs require specialized buildings that: ●Are large enough to host the approximately 1,000 students required to have a comprehensive, holistic program ●Have grade-level appropriate learning spaces (e.g., science labs) ●Have appropriate building facilities (e.g., gyms, cafeteria) ## K-8s and Physical Space 30 Top three priorities: advanced learner services, academic intervention, and diverse elective options. ## Caregiver Feedback: Top Academic Priorities 31 Top three priorities: Safety, student wellbeing, and a welcoming environment. ## Caregiver Feedback: School Climate Priorities 32 ## MPS Middle Schools 33 ## Rigorous ## Robust academic experience ## Reliable ## Consistent programming & supports ## Sustainable Long term financial stability 3 ## Stabilize ## Grade‑to‑Grade ## Improve Year‑to‑Year Retention Reduce losses between grade levels 4 ## Enroll ## Residents ## Enroll More Minneapolis Residents Students new to MPS & those returning from charter schools, non-public schools, or other districts 2 ## Areas to Increase Enrollment ## Prioritize ## Early Entry ## Increase Kindergarten Enrollment Enroll more Minneapolis families at entry point 1 ## Bridge ## Transitions ## Strengthen Elem. → Middle Transition Address the largest loss point in the system 34 ## Questions and Discussion 35